The Master of Science in Education degree in the Teaching of Reading program in the
Teaching of Reading requires possession of, or eligibility for, a current State of
Illinois Initial or Standard Teacher Certificate. Evidence of passing the Illinois
Certification Test of Basic Skills any time since 1987 is also required for admission.

Completion of the master’s degree program in the Teaching of Reading qualifies students
for the (K-12, Type 10) State of Illinois Special Certificate in Reading. Certification
requires the successful completion of the Illinois Certification Tests of Basic Skills,
Reading Specialist, and Assessment of Professional Teaching (Special K-12). The program
in the Teaching of Reading is accredited by the International Reading Association
(IRA).

Completion of the master’s program also qualifies students for an endorsement in reading
if the certificate they hold when entering the program is a (K-9) elementary or (6-12)
high school certificate. A reading endorsement for the middle grades may require six
additional hours in middle school education, ED 5440 and PSYC 5210.

Included in the program requirements are graduate level methodology and clinical courses,
a research project, and/or a thesis. Guidelines for the degree program are drawn from
the International Reading Association and the Illinois State Board of Education.

With the degree in reading education, a graduate can: 1) identify students needing
diagnosis and/or remediation; 2) plan and implement a program of remediation; 3) evaluate
student progress; 4) interpret student needs and progress in remediation to the classroom
teacher and parents; 5) plan and implement a developmental or advanced program of
reading instruction, grades K-12, and 6) provide support and professional development
for the classroom teacher.

A 24-hour sequence of courses leading to an endorsement in reading is also offered
to students with a current State of Illinois Initial or Standard Elementary or High
School Certificate. This sequence satisfies Illinois State Board of Education requirements
for the Reading Teacher and Chicago Public Schools specialty area requirements in
reading. A reading endorsement for the middle grades may require six additional hours
in middle school education, ELCF 5440 and PSYC 5210.

Admission Requirements

Applicants intending to apply to the reading program must:

fulfill the general requirements for admission to a graduate program;

have a minimum GPA of 3.0 or higher in their undergraduate degree (minimum GPA of
2.75 for conditional admission);

possess a current State of Illinois Initial or Standard Teacher Certificate or eligibility
for an Initial or Standard Teacher Certificate;

provide evidence of a passing score report on the Illinois Certification Test of Basic
Skills passed anytime since 1987;

have completed courses in the teaching of reading and children’s/adolescent’s literature,
as pre-requisites for the program.

General Requirements

Students are responsible for meeting the program and College requirements in effect
at the time they officially register in a program leading to advanced certification
at Chicago State University, regardless of when they were admitted to the university.

Admission to the program is contingent upon good academic standing and acceptance
by the department.

Graduation requirements include a minimum cumulative G.P.A. of 3.0 in all required
and elective courses, successful completion of written and oral examinations, successful
completion of a professional portfolio, proof of passing the Illinois Certification
Test for the Reading Specialist as one of the assessments in READ 5260 and proof of
passing the Illinois Certification Test of Assessment of Professional Teaching (Special
K-12) as one of the assessments in READ 5250.

A full academic schedule of courses for graduate students is nine semester credit
hours. Exceptions to this policy may be made only with the approval of the department.

The Graduate Reading Program requires candidates to maintain a 3.0 G.P.A. If the candidate
receives a grade of “C” in any course, that course may be retaken for a higher grade.
If the candidate receives a grade of “D” or “F”, that course must be retaken. According
to the University policy, a graduate course may only be retaken ONE TIME. In the graduate
reading program, only one course may be repeated for a better grade. Only one “C”
may appear on the candidate’s final transcript. The candidate will be dismissed from
the program after earning a second “C” or lower grade.

All master’s degree requirements must be completed within six years.

content: Candidates must abide by all College policies stated in this catalog, unless exceptions
or adherence to higher expectations are contentd in program documentation.

Note: Graduate students-at-large who wish to enroll in professional methods courses
to satisfy requirements for initial teacher certification must meet College of Education
requirements and have the approval of the department advisor.

5000/302 TEACHING BEGINNING READING (3)

Prerequisite: Admission to the College of Education.

Study of the concept of reading readiness and the methods, materials, and skills employed
in the teaching of beginning reading.

5092/0920/092 READING CERTIFICATION REVIEW/3HRS/WK/5WKS (1)

Prerequisites: Admission to the Masters degree program in the Teaching of Reading
or Reading Endorsement programs, successful completion or application pending to take
the Illinois Certification Test of Basic Skills and application pending for the Reading
test. A candidate must also have successfully completed a minimum of 30 hours in Reading
for Field 176: Reading Specialist. Endorsement candidates must show proof of a valid
teaching certificate and must have successfully completed a minimum of 24 hours in
Reading for Field 177: Reading Teacher.

A review of best practices of reading strategies, assessment techniques, theoretical
concepts of reading comprehension and writing processes, and pedagogical issues in
literacy/reading instructional practices. Also a review of linguistic and cognitive
theories, current research in the field of reading and curriculum development for
all grade levels. May not be counted for degree credit.

Strategies for teaching content area reading, exploring instruction with a focus on
middle and secondary grade learners. Practice incorporating content knowledge with
principles of effective lesson planning and instruction.

5140/330 READING DIAGNOSIS AND REMEDIATION FOR THE CLASSROOM TEACHER (3)

Provides an overview of reading and reading problems. Examines factors associated
with reading disability. Candidates give both formal and informal assessments. Assessment
linked to instructional and intervention strategies. Clinical Practices adapted for
classroom use. Credit will be given for only one of the following: READ 5140 or READ
5160.

5150/365 FOUNDATIONS OF TEACHING READING TO DIVERSE POPULATIONS (3)

Examination of the special linguistic and other cultural factors that affect the teaching
of reading to diverse populations. Research-based methods, strategies and materials
will be compared and contrasted. Assessment practices will be evaluated as to their
appropriateness for this specialized group of readers. Literature that reflects the
language and culture of diverse populations and non-fiction works that celebrate the
accomplishments of persons of similar backgrounds will be examined.

5160/370 READING ASSESSMENT FOR CLASSROOM TEACHERS (3)

Prerequisite: READ 3700 or BIL 5150; READ 5280 or READ 5291; and admission to the
College of Education.

Outcomes-based assessment, reading assessments, and instructional implications of
assessments are studied. Administration and interpretation of selected assessment
instruments. Writing intensive course. Credit will not be given for both READ 300
and READ 5160/.

5170/378 CLINICAL PRACTICE: READING INSTRUCTION (3)

Prerequisite: READ 5160.

A clinical practicum in which students assess reading deficiencies and implement appropriate
remediation activities in a school setting. Six weeks of individual tutoring required.

5180/395 MATERIALS IN READING (3)

Published reading and audiovisual materials analyzed and developed for use in teaching
reading.

5200/361 LANGUAGE AND READING (3)

Includes the study of the linguistic and cognitive theories and research that are
bases for current directions in reading instruction and material design.

5210/403 ESSENTIAL READINGS IN LITERACY (3)

Prerequisite: Admission to program/consent of the department.

Course examines: current theory and research of literacy as they relate to the development
and implementation of integrated literacy curricula; sociocultural and socio-political
issues of literacy learning, and the history of literacy practices and instruction.

5220/404 COMPREHENDING WRITTEN LANGUAGE: THEORY AND RESEARCH (3)

Prerequisite: Admission to program/consent of the department.

Course examines connection between theoretical concepts of reading comprehension and
writing processes. Strategies of Comprehending and Composing text are explored. Credit
not given for both READ 5220 and 410.

5230/405 BEST PRACTICES IN EMERGENT LITERACY (3)

Prerequisite: Admission to program/consent of the department.

Examines theoretical, research, and pedagogical issues of emergent literacy learning
practices. Draws parallels between reading and writing development; explores effects
of home and cultural environments on literacy development and the relationship between
socio-cognitive development and literacy learning. A variety of literature genres
will be explored.

5240/406 BEST PRACTICES IN CONTENT AREA READING/FIELD (3)

Prerequisite: Admission to program/consent of the department.

This course examines the theory behind successful strategies for dealing with content
area texts. The course focuses on how readers/learners process content materials.
Credit not given for READ 408 and 5240. Twenty clock hours of tutoring required for
students who are not certified teachers.

A comprehensive study and practice of formal and informal assessment techniques, theory,
research and teaching strategies relative to reading disabilities. Thirty-five clock
hours of testing per term. Credit not given for READ 401 and READ 5250.

5260/413 CLINICAL PRACTICES II: REMEDIATION STRATEGIES /6/ FIELD (4)

Prerequisites: Reading 5250 and consent of the department

Design and implementation of individual remedial programs for elementary and high
school students based on assessment results. Sixty-five clock hours of teaching and
testing per term. Credit not given for both READ 402 and READ 5260.

5270/424 CURRICULUM AND SUPERVISION IN READING (3)

Problems of supervision in school organization, reading curriculum development, and
reading objectives at all grade levels.

5280/308 TEACHING READING IN THE ELEMENTARY SCHOOL/5/FIELD (4)

Prerequisites: Admission to the College of Education; completion of natural sciences
requirement; ELED 3010 or BIL 2000, and READ 3700 or BIL 5150.

Research based practices in teaching reading in the elementary classroom (K-8). Examination
of a variety of methods and materials for teaching reading and developing literacy.
Emphasis placed on theoretical foundations for reading strategies, differentiated
instruction, classroom set-up, and management of the literacy block. 5 hours of tutoring
for non-degree seeking certification candidates and for master’s degree candidates
admitted to the Elementary Education program Fall 2009 and thereafter. Twenty hours
of tutoring for master’s degree candidates admitted to the Elementary Education program
prior to Fall 2009. Credit will be given for only one of the following: READ 5280,
ELED 208, ELED 5180, or MIDS 5170 or READ 5291.

5290/303 READING INSTRUCTION IN THE ELEMENTARY SCHOOL (3)

Prerequisite: Admission to the College of Education.

Knowledge of reading and language acquisition and processes; current instructional
practices and materials (grades 1 through 8).

5291/350 TEACHING READING IN THE MIDDLE SCHOOL/5/FIELD (4)

Prerequisites: Admission to the College of Education: READ 3700 or BIL 5150; Completion
of one of the following: ELCF 5440; ELED 3010 or BIL 2000.

Techniques, methods, and content for teaching reading in middle school settings. Emphasis
will be placed in integrating reading into content areas. Credit will be given for
only one of the following: READ 5291, MIDS 5170; ELED 309.

5300/310 WORKSHOP IN READING INSTRUCTION (1-3)

Prerequisite: Admission to the College of Education.

Provides preservice and inservice teachers with knowledge of methods of reading instruction
in three areas: word recognition, vocabulary, and comprehension. Each area is one
credit hour. Students may register for one, two, or three credit hours.

5310/390 BEST PRACTICES IN MIDDLE SCHOOL READING (3)

Prerequisite: Valid State of Illinois Teaching Certificate.

Middle school philosophy and specific reading practices geared to the middle school
learner. Emphasis is on best practices in instructional planning and preparation,
interactive learning strategies and assessment.

5440/444 PRE-THESIS SEMINAR (2)

Prerequisite: Restricted to master’s degree candidates; Read 5530.

Explore areas of research such as the relationship of reading to culture, cognition,
language, psychology, sociology and method of instruction. Students will identify
a problem and design a research project to examine the problem as it relates to reading.

5530/453 THEORIES AND FOUNDATIONS OF READING INSTRUCTION RESEARCH (3)

Prerequisites: Restricted to master’s degree candidates with 15 hours of coursework
in the Reading Master’s Degree program or consent of the department.

Theoretical course dealing with principles of educational research. The course examines
seminal research in areas of reading instruction, including models of reading acquisition.

5550/455 SEMINAR IN READING (3)

Prerequisites: Completion of all required courses for the Master’s degree in the Teaching
of Reading.

Problems in reading based on research in areas of culture, cognition, learning, language,
physiology, and sociology. The designing of a research project for the Master’s degree.
Credit not given for READ 454 and READ 5550.

5560/456 MASTER’S THESIS/PROJECT (3)

Prerequisite: Completion of READ 5440 and all required courses for the master’s degree
in the Teaching of Reading.

Writing of thesis or project for the master’s degree in the Teaching of Reading.